The Deaf Part 13

Nor were these hopes to be shattered, for the states followed each other in rapid succession in providing means for the instruction of their deaf youth. Indeed, when we consider how early some of the newly settled states began to devote attention to the education of the deaf--a work that was undertaken in Europe only after the middle of the eighteenth century--we are persuaded that it speaks no less for the regard for and devotion to education implanted in the b.r.e.a.s.t.s of the American people, than for the bigness and benevolence of their hearts. The credit remains just as deep, even though it has ever been the mission and spirit of America to bring education to the door of every one of its children, and though what it has done for the deaf is but a part of this great principle.

The early workers, despite the preliminary journeys to Europe, were largely pioneers, and this country owes an immeasurable debt to the founders and directors of the first schools. Many of them were ministers of the Gospel, and all of them were men of high ideals. Possibly there has never been a movement undertaken for the good of humanity that has drawn to it a more capable or earnest band of men. These early workers were possessed of a determination, an ardor, a resourcefulness, combined with scholarship and understanding of no common order, that would have graced any human cause. They were truly of those in America that have blazed trails, and to them belonged those elements of character that are a pride to any people.[225]

The first schools were created by societies of private citizens, funds being contributed from "membership fees" in the societies, from subscriptions and from other private donations.[226] To the aid of these schools the state later came with appropriations; but while an oversight and general control were a.s.sumed by it, the schools were left as private corporations. With the establishment, however, of the Kentucky School in 1823, a second stage is reached in the extension of the new work, the state now undertaking the task itself and providing the schools at its own initiative and expense. At first admission into the schools was restricted to a certain number of pupils, often based upon some political division of the state, as a senatorial district in Tennessee, or a judicial in Ohio. When such limitations were swept away, we have the third stage in the provision for the education of the deaf.

The fourth and last stage--though not necessarily in this order in any one particular state, and not in every case formally accomplished--is attained when in Indiana all charges are removed, and education is made free to all.[227] In the schools created in later times all these steps were usually merged into one: limitations of any kind were mostly omitted, and the schools were in general thrown open to all from the beginning.

Thus is reached the culminative point in the course of the provision for the education of the deaf in America. No longer was private benevolence to inaugurate and carry on the work, but the state was coming to see its responsibility in part, finally to realize its full duty in making education free to all its deaf population, just as it was free to the rest of its citizens.[228]

In many instances, before action by the state, instruction of a small collection of deaf children was taken up by a group of citizens;[229]

but hardly had this been done when as a rule the state proved itself ready and willing to move in and shoulder the responsibility. These private schools were thus often the nuclei of the state inst.i.tutions, at first aided to an extent, and then taken over. In fact, the private schools were not infrequently started more or less as experimental affairs, but with the expectation that the state would speedily come to their help. "The idea of the founders seemed to be to give barely enough to keep the school going, and to depend upon getting support of a substantial character in the course of time."[230]

In some cases there were exhibitions of pupils, either from the school which was hoped to be aided, or from an already established school in another state. These were designed to awaken interest in the public, and especially among the legislators, and to quicken the desired action. In more than one instance the school was established at or near the state capital to show the legislatures what could be done and to influence their proceedings. Not infrequently memorials or pet.i.tions, in some cases containing a great number of names, were presented to the legislatures, praying for the establishment of the schools. Sometimes if doubt as to the wisdom of the proposed course seemed to delay matters, a point was to be gained in the dispatch as a preliminary procedure of a special committee or agent to some existing school in another state, to examine and report upon its work, this report being, as was expected, nearly always highly favorable.[231]

But appeals to these bodies, whatever their nature, were rarely turned away, and usually secured prompt response. When action was finally to be obtained, the measure relating to the deaf was pa.s.sed with few dissenting votes, sometimes with none at all. So eager had the representatives of the people now become, that, if it was not deemed practicable at once to create a state inst.i.tution, haste was made to provide for the children in a school in another state till one within their own borders could be established. In some cases steps were taken to this end by the legislative a.s.semblies of territories before statehood had been bestowed upon them.[232]

At the same time not to be forgotten, in the narration of the extension of the means of education to the deaf of the country, is the real debt to private action. It was private initiative that often brought the schools into being, and it was private solicitude that often won their final endors.e.m.e.nt and adoption by the state. In not a few places there were citizens found who were willing to give of their substance to forward the new work.[233] For some of the schools money was not only subscribed, but it came also from the proceeds of fairs and concerts, and for a few also from lectures, debates, exhibits of pictures, and similar affairs; while exhibitions of the pupils themselves from the schools seldom failed to draw a generous offering.[234] Indeed, many were glad of the opportunity to lend a hand, and contributions were tendered not only by various individuals, but also by different societies and organizations[235]--churches probably among the latter proving the most ready givers, with aid, in addition, at time from newspapers, and now and then from a school or college. In some cases funds were collected by citizens with which to purchase a site, and sometimes the land required was given by the cities themselves. Indirect aid was extended as well of not a few kinds; and in the early schools there was seldom great difficulty in securing reduced transportation on railroads and steamboats.[236]

However, except in a few instances, private a.s.sistance in the aggregate did not prove great: as a rule in most schools it was limited, usually sufficing only to tide them over their nascent stage, and in large part ceasing upon their full establishment. From then on the maintenance was a.s.sumed practically entirely as a public charge, the legislatures of the several states undertaking themselves to provide for the schools. In a few cases, however, there was public aid of another sort. In several schools there were allowances for a longer or shorter period from munic.i.p.al funds, as in Maryland, Pennsylvania and New York, and from county, as in North Carolina and Utah.[237] But much the most important a.s.sistance of this character came from the national government; and while only a few schools were favored by its action, the benefactions to those were hardly less than munificent. For the benefit of the Connecticut and Kentucky schools early in their careers Congress granted great areas of the public domain; and later, on the admission of half a dozen or so states in the West into the Union, set apart extensive tracts for the schools to be established in them.[238]

When the school for the deaf had been formally recognized by the state, its first act of a.s.sistance as a rule was in the form of _per capita_ allowances for the pupils, with only occasionally a specific appropriation. These allowances were in the beginning small, but in time were gradually increased. It was usually some years before the policy was adopted of making regular appropriations. In a few cases, as in Indiana and Illinois, when it was decided to create a state inst.i.tution, the first proceedings were, in lieu of a direct appropriation, the levying of a small mill tax upon the a.s.sessed property of the state. In New York benefit was allowed from the fines or licenses on lotteries, and in Ohio from the receipts of a tax on auctions in one of the counties of the state. In a few cases the schools were even located where there appeared the greatest financial inducement,[239] as with the requirement that a certain number of acres of land should be donated for the school.[240]

For the organization of the new schools a small body of citizens was appointed, often the original promoters of the undertaking, to act as trustees, and to them was confided its direction, with the support and general oversight of the state back of them.[241] Now and then the trustees of an existing educational or other inst.i.tution were given charge as a temporary arrangement.[242]

In the material projection of the schools, little was to be expected at the beginning. With the meagre resources at their disposal, the directors had small choice in what was to be provided. In not a few cases the schools started out under conditions far from auspicious, and in some the circ.u.mstances in connection with their origin were quite discouraging.[243] The quarters secured for the schools were nearly always of unpretentious, and sometimes of humble, type. Many began in a single rented room, and a few in a church building lent for the purpose.

It was only in the course of the years, as the communities grew in population and wealth, that the establishments for the deaf a.s.sumed appearances in keeping with their character.

The schools for the deaf were now in being, and were ready for the reception of their pupils. But what of these pupils, and where were they? Were they found at the doors of the new inst.i.tutions, clamoring for admission? The situation was hardly this. In point of fact, in nearly every case the schools were ahead of the pupils. Though in practically every community where a school was created, there were a greater or less number of children in need of an education, these children, or rather their parents, were slow in availing themselves of the privilege. It was thus that the schools when established had to wait, as it were, for the coming of their pupils, and indeed, in not a few instances, to go out after them.

On the opening of the schools, none was found to have a large number of pupils, and in most there were only a handful, as three, four or five.[244] It was discovered that it was a far from easy task to get the children in.[245] The parents were in no small measure ignorant themselves, and the real value of the school was not always readily understood. Besides, in many sections the country was new, the roads bad, and the facilities for travel scant.

Oftentimes in the course of the founding of the schools, before any direct act was attempted, a census was taken of the deaf of the state.

It was also frequently made the duty of certain local officers as county clerks, a.s.sessors, etc., to register and report prospective pupils. By many of the schools circulars were distributed to postmasters, tax-collectors, ministers, school-teachers and others to enlist their help in reaching deaf children;[246] and by certain of the schools the newspapers were even availed of to carry their advertis.e.m.e.nts. Sometimes special agents were sent out to scour the state and gather in pupils.

In many of the schools at the same time the terms of admission were carefully prescribed,[247] and in some, especially the older ones, these terms were often published. Notices of vacancies were also in a few cases put in the newspapers, while in one or two instances, as in Ma.s.sachusetts, it was provided that lots should be drawn when it was found that the number of applicants exceeded the number allowed. In a large portion of the schools at first the pupils were individually committed, or were "appointed," as it was called.[248] It was usually some years before the greater part of such formalities ceased. Charges were also occasionally made at the beginning,[249] later to be reduced and in time to be abolished.[250]

In most of the schools in their first days the period of attendance allowed to the pupils was very short, often being three or four years, and sometimes only two. Usually, however, after a time one or two years were added to the number permitted, which procedure was repeated after certain intervals, and the length of residence was thus gradually increased. In few of the schools, moreover, was an early age held essential; and, indeed, in a considerable number pupils were not admitted at an early age, the limit not infrequently being ten or twelve.[251] The upper limit was high as well, and in some cases pupils might enter up to thirty. These age limitations were also in turn lowered in the course of time. Thus eventually we find the ages of attendance as well as the general rules and regulations of admission conforming more and more to those of the regular schools.

The various schools that have been created for the deaf have been for the most part boarding inst.i.tutions, in which the pupils have lived during the school year. But beginning in 1869, and increasing rapidly since 1890, a system of day schools has been brought into being, more on the order of the regular common schools, and more distinctly an integral part of the state's educational economy. Such schools, now over three score in number, have been established in fourteen states, and belong especially to large cities. They may be regarded in many respects as denoting a new departure in the educational treatment of the deaf, and as marking the latest development in the course of the instruction of the deaf in the country.

In addition, there have been created a cla.s.s of schools, numbering some score at present, which are of denominational or private character, and are not affected by state control. Finally, there has been established by the United States government a national college for the deaf of all the country--which may be called the crowning feature in the provision for the education of the deaf in America.

For the great number of the deaf--over five-sixths of the total--the inst.i.tutional schools remain the one means of instruction. They have been created in all but a few of the states, and in those without them the children are sent to a school in a neighboring state. In some of the more populous states two or more schools have been established. These schools are as a rule supported entirely from the public treasury, and are controlled by the legislatures, the actual administration being delegated to boards of trustees or other bodies. In half the states a regard of an enduring kind has been manifested for the schools in that provision for them has been included in the const.i.tutions, and these states are thus committed to their maintenance.

In the schools themselves not only is education presented in the usual sense, but in practically all industrial training has also been provided to no mean extent, and const.i.tutes a prominent feature of the work.

We have now traced the origin and development of the schools for the deaf in the United States. The present organization and arrangements are to be considered in the following chapters. We have found that the duty of the education of the deaf has been recognized in all the states of the Union; that to-day everywhere in America provision has been made for the instruction of the deaf; and that to all the deaf children of the land the doors of education are open wide.[252]

FOOTNOTES:

[164] There is, however, a case reported before this of a deaf person who had received instruction, though hardly in America. This was a woman who was blind as well as deaf, and who lived at Ipswich, Ma.s.sachusetts, in 1637. She had come from England; but whether or not she had been taught before the coming on of her affliction, we are left in ignorance.

All that we are sure of is that communication could be had with her. See John Winthrop, "History of New England", ed. 1853, i., p. 281; _Annals_, xlv., 1900, p. 91.

[165] _a.s.sociation Review_, ii., 1900, p. 34 ("Historical Notes concerning the Teaching of Speech to the Deaf"). No little debt is owed to Dr. Alexander Graham Bell for his researches into the early attempts at instruction in America.

[166] _American Historical Review_, vi., 1900, pp. 65, 81, 82, 95. See also _a.s.sociation Review_, ii., 1900, p. 527.

[167] See A. G. Bell, "A Philanthropist of the Last Century Identified as a Boston Man", 1900; _North American Review_, civ., 1867, p. 512; _Annals_, i., 1848, p. 189; ix., 1857, p. 169; xii., 1860, p. 258; xiii., 1861, p. 1; _a.s.sociation Review_, ii., 1900, pp. 42, 119. In some of these are given letters of Green appearing in the _New England Palladium_ and _Columbian Centinel_, of Boston, and the _Medical Repository and Review of American Publications on Medicine, Surgery and the Auxiliary Branches of Science_, of New York. Green also published a translation of de l'epee's main work and extracts from his other writings. A review of "_Vox Oculis Subjecta_" appeared in the _Gentleman's Magazine_, Sept., 1783, and in the _Boston Magazine_, Dec., 1784, Jan., 1785.

[168] Report of New York Inst.i.tution, 1843, p. 17; _Annals_, ix., 1857, p. 168.

[169] At this time the United States and England were at war, and Braidwood's adventure received official notice in a permit from the Commissary General of Prisoners to the Marshal of Virginia.

[170] Braidwood was in communication with the promoters of the schools now being organized in Hartford and New York.

[171] On these schools, see History of Virginia School, 1893, p. 3; Report, 1853, p. 25; Report of New York Inst.i.tution, 1856, p. 17; _Annals_, ix., 1857, p. 170; xxi., 1876, p. 130; _a.s.sociation Review_, ii., 1900, pp. 257, 385, 489; v., 1903, p. 400. In the last are given advertis.e.m.e.nts and notices concerning the school from the Richmond _Enquirer_, the Petersburg _Republican_, and _Niles' Weekly Register_, of Baltimore.

[172] Among those who had given the matter thought was Dr. William Thornton of Philadelphia, who in 1793 published "Cadmus: a Treatise on the Elements of Written Language", there being an appendix on "A Mode of Teaching the Deaf, or Surd, and Consequently Dumb, to Speak".

Transactions of American Philosophical Society, iii., p. 262, as cited in _a.s.sociation Review_, ii., 1900, p. 113. See also _ibid._, v., 1903, p. 406; _Annals_, i., 1848, p. 190. He was the first writer in America upon the education of the deaf.

[173] By some at this time there were not believed to be a sufficient number of the deaf to justify a school, and it was due to this mainly that the investigation was made.

[174] Funds to the amount of $2,278 were subscribed before the departure of Gallaudet. _a.s.sociation Review_, iii., 1901, p. 329.

[175] It is said that Stephen Girard declined to contribute because Philadelphia was not chosen as the site of the school. Tribute to Gallaudet, p. 114.

[176] _Ibid._, p. 155.

[177] This grant seems to have been used later for the benefit of Connecticut pupils.

[178] This, however, was not the first appropriation to a benevolent inst.i.tution. The colony of Pennsylvania in 1751 had voted an appropriation for certain of its insane in a hospital to be opened the following year, while New York in 1806 granted $15,000 for the care of its insane in a hospital. Virginia established its insane asylum at Williamsburg in 1773.

[179] See Laws of Maine, 1829, p. 24.

[180] _Annals_, iv., 1851, p. 63; _National Magazine_, ix., 1856, p.

489.

[181] Tribute to Gallaudet, p. 136. This was also expressed in the _Missionary Herald_, Sept., 1826, quoted in _American Journal of Education_, i., 1826, p. 631. At the same time caution was advised as to the result, as the benefit was to depend upon the sale of the land.

[182] Report of American School, 1825, p. 5; 1836, p. 22.

[183] In 1821 steps were taken to establish a school in South Carolina.

A census of the deaf children in the state was made, 29 being found. The school here, however, was not started till some years later. See Report of South Carolina School, 1904, p. 7. In neither the case of this state nor that of Georgia was the number of pupils annually sent to Hartford large, ranging from 2 to 8 in each. See Report of American School, 1835, p. 9; Georgia School, 1874, p. 11; _American Annals of Education_, v., 1835, p. 93. A joint school for the south-eastern states was also contemplated at this time.

[184] There were several pupils here supported by the United States government, who were the children of deceased veterans, the first coming from Maryland in 1819. History of Maryland School, 1893, p. 11.

[185] Gallaudet remained at the head of the American Asylum, as it was then called, till 1828, when he resigned. He was engaged thereafter in various philanthropic activities, and was invited to lead in the work for the education of the blind, towards which attention was now being directed. Notwithstanding the impairment of his health, his different labors were continued, not the least of which was his office as chaplain of the Connecticut Asylum for the Insane. To Thomas Hopkins Gallaudet America owes a rare debt. Without him the work for the deaf would have been taken up eventually by other hands, but he brought to his task a disregard for obstacles, a splendid idealism, a fine conception of duty, a complete forgetfulness of self, a singular beauty of character, and a great human love that could have existed in but few other men.